Example sentences of "but [that] it [verb] [art] [noun] " in BNC.
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| 1 | It should therefore have been aware of the danger that he would try to cover his liabilities from whatever funds he had access to ( Eagle 's funds ) , but that it made no inquiries about the source of the monies or how he had met his obligations . |
| 2 | The natural way to interpret the EPR experiment is not that it shows up the incompleteness of quantum theory but that it manifests the falsity of naive locality . |
| 3 | All were careful to insist that ‘ free love ’ was not to be confused with ‘ libertine sexual intercourse ’ , but that it involved a combination of the aesthetic and spiritual sides of the human personality , with a frank and open attitude towards sex . |
| 4 | The worse criticism , of course , is not that Carpenter 's Gothic was cheap nor that most of the styles chosen were imitative but that it did no good . |
| 5 | Of course , the rival may fight back , but the point is not that this type of calculation ensures a successful barrier to entry , but that it provides a way of assessing what it will cost the rival to surmount the barrier to attain cost leadership . |
| 6 | Krashen maintains that in practice it is difficult to encourage monitor use , but that it has the advantage of being able to draw consciously on language competence to produce utterances at levels which have not yet been acquired . |
| 7 | Perhaps the most remarkable achievement of OSO is not only that it has continued as a headquarters unit functioning from Glasgow for so long , but that it survived the Thatcher era as an interventionist wing of Government intended to nudge work in the direction of British industry . |
| 8 | The objection was that we can be right or wrong in what we judge , but that it makes no sense to talk of something imprinted , an impression or sensation , being right or wrong . |
| 9 | It could be suggested that my argument has merit in relation to undergraduate education , but that it makes no sense at all at the level of postgraduate education . |
| 10 | But the principal argument he produced in favour of ruling indirectly was not that Indirect Rule provided the perfect instrument of intelligent conservation , but that it created the possibility of exercising over the native a far greater degree of control than could be achieved if he were ruled directly . |